The Human Rights Act 2000 Essay Example

The Human Rights Act 2000 Essay Example The Human Rights Act 2000 Essay The Human Rights Act 2000 Essay The Human Rights Act is a protective Bill of Rights. It started life at the end of the Second World War to prevent further atrocities against humanity, from happening. The Convention was drawn up by the Council of Europe to promote peace, equality and basic human rights, and it has evolved over the years. The human rights contained in British law are based within the â€Å"rights and freedoms† of the European Convention of Human Rights and these include: The right to life, which includes protection and investigation of all suspicious deaths. Freedom from degrading, inhuman treatment or punishment and torture, regardless of the situation. Protection from slavery and forced labour. The right to liberty and freedom, unless you have committed a crime and are a danger to yourself or others. The right to a fair and public trial. Here, you are innocent until proved guilty, will receive no punishment without law and have the right to hear evidence against you. The right to respect the privacy of private life, home life, family life, correspondence. Here, this right may protect you from stalkers, the Media, fans. The freedom to think, worship and believe what you want without repercussions from people who do not share your views, religion or practices. The freedom of expression – Should you wish to air your views, you should be able to freely, without repercussions. The right to assemble and protest peacefully. The right to marry and start a family. The prohibition of discrimination- you have the right to enjoy the same right as everyone else, regardless of sex, gender, religion, race, sexuality or age. The right to enjoy your possessions in a peaceful manner, which means that public authorities cannot usually interfere with what you own or how you use them except in certain circumstances. The right of access to education. The right to free elections, they must be free, fair and conducted in private when voting. Not to be subjected to the death penalty. These rights usually fall into three categories, as some of them have exceptions and conditions. These categories are: Absolute Rights – These are the rights that the state cannot take away or withhold. For example, the protection from torture or inhuman treatment. Limited Rights –An example of this would be, the right of liberty would not apply if you have been detained, arrested or imprisoned by law. Qualified Rights – Are rights that need to be addressed and balanced between the rights of an individual and the needs of society. An example of this would be the right to enjoy your possessions in a peaceful manner i. e. if you found music relaxing but played it at unsociable hours, you could be fined, be bound over, or have your music system confiscated. All public authorities such as local authorities, the Police, NHS and Prison services have a responsibility to consider Human Rights when implementing policies, creating legislation, delivering services and training staff in these matters.

The 54 Best Engineering Scholarships

The 54 Best Engineering Scholarships SAT / ACT Prep Online Guides and Tips Do you have the brains and passion to become an engineer, but are worried about the cost of the education? The following list of scholarships will show you that you have nothing to fear. Students of all backgrounds will find that there is an engineering scholarship out there for students like them that will help to make that seemingly unaffordable education slightly more palatable. Read on to see what engineering scholarships you may be eligible for! There are hundreds of engineering scholarships out there. Many are aimed at certain students- those interested in a particular school, of a certain ethnic background, or a specific gender. As you can see, students from all walks of life are interested in pursuing degrees and careers in engineering. Not only can a degree in engineering lead you into a high-paying job after graduation, but these degrees help place you and the country at the forefront of technological innovations. Because of this, there are many engineering scholarships available, sponsored both by private organizations and the national government. The scholarships on this list are aimed at graduating high school seniors and college undergraduates. They are also aimed at US citizens or permanent residents, and are open to almost all students studying engineering in accredited programs, with the main restrictions being location and grade level. There are many other engineering scholarships available that are specifically targeted at underrepresented groups in this field, such as women, minorities, and international students- but they won’t be found on this list. We will create separate lists later for those specific categories. In this article, I will cover many of the prominent engineering scholarships, as well as others that you may not have heard of before. You'll find them in the following categories: General Engineering Scholarships Mechanical Engineering Scholarships Civil Engineering Scholarships Aerospace Engineering Scholarships Nuclear Engineering Scholarships Keep in mind that this list is not comprehensive. There are hundreds of engineering and STEM scholarships out there. If you still don’t see one on this list that seems right for you, don’t despair. Try searching for what you're looking for- there is a good chance that it’s out there! Engineering Scholarships for High School Students High school is a great time to start working on getting financially prepared for college. While many of the scholarships listed below are only for students who have already started their degrees, a number of them are open to high school seniors who know they want to focus on engineering. The scholarships that are marked with an asterisk (*) are open for applications by high school students. General Engineering Scholarships These scholarships usually stipulate that you need to be in an engineering or related degree (like information technology), but do not specify what field of engineering you need to be in to be eligible. Astronaut Scholarship Foundation Students must be nominated by faculty for this $10,000 award. Students must be majoring in engineering, natural or applied sciences, or math, and intend to do research or get an advanced degree after graduation. Students should be at least undergraduate sophomores who have done lab work and research, and have excellent grades. They should also show initiative, creativity, and excellent in their field of choice. You do NOT need to be planning on becoming an astronaut. Students must be attending one of the following schools: Brown University, Clemson University, Florida Institute of Technology, Georgia Institute of Technology, Harvey Mudd College, Louisiana State University, Massachusetts Institute of Technology, Miami University of Ohio, North Carolina State University, North Dakota State University, Ohio State University, Pennsylvania State University, Purdue University, Syracuse University, Texas AM University, Tufts University, University of Arizona, University of Central Florida, University of Chicago, University of Colorado, University of Kansas, University of Kentucky, University of Michigan, University of Minnesota, University of Oklahoma, University of Rochester, University of Southern California, University of Texas at Austin, University of Virginia, University of Washington, University of Wisconsin, or Washington University in St. Louis. ASHRAE (American Society of Heating, Refrigeration and Air-Conditioning Engineers) Scholarships ASHRAE awards several scholarships to students studying engineering degrees that could lead to work in the heating, air conditioning, ventilation, or refrigeration fields, at many grade levels. Students have to submit one application and they will be considered for the scholarships they are eligible for. To be eligible you should have a GPA of at least 3.0 and be in the top 30% of your class, and be enrolled in or planning to enroll in an accredited engineering program. The application includes a cover letter, statement about your finances, essays, three letters of recommendation, and ASHRAE student membership. *High School Senior Scholarship: $3,000 non-renewable. Deadline: May 1st. Undergraduate Engineering Scholarships: Deadline November 15th. Includes two $10,000 scholarships, eight $5,000 scholarships, and one $3,000 scholarship. ASHRAE Region IV Chapter (Including students in North Carolina, South Carolina, and Georgia): $5,000. Deadline December 1st. ASHRAE Region III Chapter (Including students in Delaware, Maryland, Pennsylvania, Virginia, and Washington D.C.): $3,000. Deadline November 15th. ASHRAE Region VIII Chapter (Including students in Arkansas, Louisiana, Texas, Oklahoma, and Mexico): $3,000. Deadline November 15th. ASCO Numatics Industrial Automation Engineering Scholarship Two $5,000 scholarships will be awarded to engineering students based on their potential for leadership and making a difference in the engineering and automation professions, particularly related to the application of fluid control and fluid power technologies. Students must have completed their sophomore year in college and winners are not eligible for future scholarships. The application deadline and procedure changes every year. *BMW/SAE Engineering Scholarship This annual scholarship is provided by BMW. You must be a US resident, with a GPA of 3.75 or higher and have scores in the 90th percentile or above on both the Math and Critical Reading sections of the SAT or ACT. You must be pursuing an engineering or related science degree. One recipient each year will receive $1,500. The prize can be renewed for up to three additional years for a total of $6,000. The deadline is January 15th. David Hermance Hybrid Technologies Scholarship This scholarship is available to college sophomores who are pursuing an engineering or related degree, and who have a GPA of 3.5 or better. The application deadline is February 15th. *Ford Partnership for Advanced Studies Scholarship Current high school seniors who have a GPA of 3.0 or above and have scores in or above the 90th percentile on the SAT or ACT are eligible for this scholarship. You should be planning to pursue a BA or AA in engineering or technology, and you should be a past or present student of a Ford Next Generation Learning Community, or a past or present student of an afterschool, weekend, summer or college or Ford Partnership for Advanced Studies program. There’s no need to apply- if you’re eligible, you’ll by selected by your Ford Next Generation Learning Community. Recipients will be selected and notified by the end of June. One $5,000 award is given every year. *Edward D. Hendrickson Engineering Scholarship In order to be eligible for this scholarship, you should be a US resident with a GPA of at least 3.75 and SAT or ACT scores in the 90th percentile or above. You’ll also have to be pursuing an engineering or related science degree. One student will be awarded $5,000 every year, and the awards are renewable for 3 more years for a total of $20,000. Applications are due on January 15th. *Donald and Barbara Mozley Scholarship This scholarship is open to high school seniors as well as college students pursuing degrees in engineering. You should have a GPA of 3.5 or better, SAT math score of 600 or above and critical reading of 550 or above, or an ACT composite score of 27 or above. You’ll also need to be able to show financial need through a completed FAFSA form, and have a letter of recommendation. Up to seven awards of $5,000 per year will be granted. You are eligible to win the award more than one year, but you will have to re-apply each time. The deadline is January 15th. *Han P. Loewen Scholarship The American Nuclear Society awards this $2,000 scholarship to a high school senior or college freshman or sophomore who is enrolled in a STEM degree. You will have to submit an essay about your leadership qualities and how you help others to meet their goals. You will need to be a member of the ANS in order to be eligible for this award. The application deadline is Feburay 1st. *The Maintenance Council of American Trucking Associations Donald D. Dawson Technical Scholarship Applicants should be US Residents with a GPA of at least 3.25 (high school) or 3.0 (students transferring from accredited 4-year universities) or 3.5 (students transferring from technical/vocational schools) who are going to pursue degrees in engineering or a related science. You should also have an SAT math score of 600 or above and critical reading score of 550 or above, or a composite ACT score of 27 or above. One award of $1,500 will be granted every year. The deadline is January 15th. Professional Engineers in Industry Scholarship Application Applicants for this award must be sponsored by a member of the National Society of Professional Engineers, and preference will be given to children, relatives, and dependents of NSPE members. You should have completed at least two semesters of an undergraduate engineering program before you apply. *Fred M. Young Sr. Engineering Scholarship This scholarship is for students pursuing engineering degrees who have a GPA of 3.75 or better and at least 90th percentile scores on the SAT or ACT. One scholarship of $1,000 per year. It is renewable for up to three years, for a total of $4,000. Deadline is January 15th. *Tau Beta Pi Scholarship This scholarship is for high school seniors who are US residents who have a GPA of 3.75 or higher, and scores in at least the 90th percentile on either the SAT or ACT. They should be pursuing degrees in engineering or a related science. Six scholarships will be given each year that are worth $1,000. The deadline is January 15th. Rocky Mountain Coal Mining Institute Engineering/Geology Scholarship College sophomores and juniors are eligible for this scholarship. You should be a US citizen and legal resident of Arizona, Colorado, Montana, New Mexico, North Dakota, Texas, Utah, or Wyoming. You’ll need to be pursuing a degree in engineering or a mining-related field, and have an interest in Western coal as a career path. One award of $2,750 will be given to a student from each state listed (8 awards total). The award can be renewed for a second year. The application deadline is February 1st. SAE Long Term Member Sponsored Scholarship College juniors (who are engineering majors) who have been active supporters of SAE should apply for this award. Several $1,000 scholarships will be given every year. The application deadline is February 15th. William R. Kimel, P.E., Engineering Scholarship College juniors living and attending school in either Kansas or Missouri can apply for this scholarships. You should have a high GPA, internships and extracurricular activities, and honors or awards in engineering. You will have to submit an application form, resume, transcript, and two letters of recommendation, as well as an essay. The award is $2,500 and the deadline is March 1st. Paul H. Robbins, P.E., Honorary Scholarship Rising college juniors majoring in engineering are eligible for this award. You will need to be a member of the National Society of Professional Engineers, have a high GPA, internships and extracurricular involvement, honors and awards dating back to your senior year of high school, and be able to write a strong essay about what your engineering career goals are and how you arear going to achieve them. You will need to submit an application, transcript, resume, and two recommendation letters from professors. The deadline is March 1st. Awards are up to $10,000. The Steinman Scholarship The Steinman Scholarship is awarded to two rising juniors every year. You should have a high GPA, strong internships and extracurricular activities, and strong faculty recommendations. You will have to submit a completed application form, a resume of your activities and work experience, at least one recommendation letter (more is better), a transcript, and a 500-word essay on the importance of ethics in engineering. The awards are for $5,000 and the application deadline is March 1st. Yanmar Scholarship This scholarship is for college juniors who are getting an engineering degree and are taking courses related to the conservation of energy in transportation, agriculture, and construction, and power generation. They are particularly interested in research and study on internal combustion engines. Applicants will be judged on their academic performance, areas of study and research, awards, and leadership. One award of $1,000 will be given each year and may be renewed for one year. The application deadline is March 15th. *West Virginia Engineering, Science and Technology Scholarship Program This program is intended to help West Virginian students pursue careers in engineering. You should have a GPA of at least 3.0 from high school or your first two semesters in college, be enrolled or planning to enroll in an engineering or related science program. And agree to work full-time in an engineering job in West Virginia for at least one year per number of years you receive the award. Instead of work, you can also begin an engineering or science community service program. Students can win up to $3,000 per year. Mechanical Engineering Scholarships These scholarships are specifically for students who are getting a degree in mechanical engineering. *ASHRAE Scholarships for Mechanical Engineering ASHRAE awards several scholarships to students studying engineering degrees that could lead to work in the heating, air conditioning, ventilation, or refrigeration fields, at many grade levels. Students have to submit one application and they will be considered for the scholarships they are eligible for. To be eligible you should have a GPA of at least 3.0 and be in the top 30% of your class, and be enrolled in or planning to enroll in an accredited engineering program. The application includes a cover letter, statement about your finances, essays, three letters of recommendation, and ASHRAE student membership. The J. Richard Mehalick Scholarship is available for undergrad mechanical engineering students at the University of Pittsburgh. The award is $3,000 and the deadline is December 1st. The David C. J. Peters Scholarship is available to a full-time mechanical engineering undergraduate student at one of the following universities: CSU Chico, CSU San Diego, CSU Cal Poly San Luis Obispo, CSU Cal Maritime, CSU Long Beach, Pennsylvania State University, North Carolina State University, Virginia Polytechnic Institute and State University (aka Virginia Tech), Clemson University, University of Nebraska at Lincoln or Omaha, University of Nevada at Las Vegas or Reno, Oklahoma State University, and University of Texas at Austin. The Minnesota, New Jersey, and Central New York ASHRAE Chapters each award $3,000 to an undergraduate mechanical engineering student within their geographical boundaries. The award is $5,000 and the deadline is November 15th. *Dan and Vicky Hancock Scholarship for Mechanical Engineering Excellence Applicants should be high school seniors or above who have a GPA of at least 3.5 and SAT mqath schore of 600, critical reading score of 500 or above, or ACT composite scores of 27 or above. You should be pursuing a mechanical engineering or related science degree. For the application you will need to include a completed FAFSA form and two letters of recommendation. One award of $5,500 will be given every year. You are eligible to win the award multiple years, but you will need to reapply each year. The deadline is March 15th. Ralph K. Hillquist Honorary SAE Scholarship College juniors who are studying mechanical engineering or an automotive-related engineering discipline can apply for this scholarships. They particularly are interested in students who show interest in areas related to noise and vibration, such as statics, dynamics, vibration, and physics. The award will be based on academic performance and leadership activities, as well as any special honors in the field. Every year an award of $1,000 will be given. The application deadline is March15th. *Lucy and Charles W. E. Clarke Scholarship This scholarship is for high school seniors who have been active on a FIRST FTC (tech challenge_ or FIRST FRC (robotics competition) team and are planning on enrolling in a mechanical engineering degree. Students will need to be nominated by an active ASME (American Society of Mechanical Engineers) member. The application includes the nomination letter, a resume with your GPA and extra curricular activities, a transcript, evidence of financial need, and a letter of recommendation about your technical, creative, and leadership contributions to your FIRST team. Multiple awards of $5,000 will be given each year. The deadline is March 31st. Kenneth Andrew Roe Scholar This $13,000 scholarship is available to mechanical engineering students in their junior or senior year of college. Applicants must be members of ASME, and will be judged on their grades, character, leadership, integrity, and potential to contribute to the mechanical engineering profession. The deadline is March 1st. ASME Foundation Scholar This renewable scholarship is available to college sophomores, juniors, and seniors who are getting degrees in mechanical engineering and have a minimum GPA of 3.5. You will need a letter of recommendation from an ASME member, and you will need to maintain your GPA in order for the reward to be renewable. The deadline is March 1st. Garland Duncan Scholarship Up to two $5,000 awards will be given to mechanical engineering juniors or seniors who demonstrate financial need. Winners will be selected based on leadership, academic ability, and potential to contribute to the mechanical engineering field. The deadline is March 1st. Willis F. Thompson Memorial Scholarship This scholarship is awarded to a sophomore, junior, or senior mechanical engineering undergrad who is a member of ASME and is also able to demonstrate an interest in the field of power generation. Up to three winners will be given $4,500 based on their academic achievements and potential to contribute to the mechanical engineering profession. Melvin R. Green Scholarship This scholarship will be given to two students in their junior or senior year based on financial need. You should also show leadership, academic achievement, potential to contribute to the mechanical engineering field. Applicants will need to be ASME members. The award is for $4,000 and the application deadline is March 1st. American Electric Power Scholarship This scholarship is given to ASME members who are juniors or seniors in college. You should be abelt to show an interest in power engineering. Preference will be given to students who are studying in Arkansas, Indiana, Kentucky, Louisiana, Michigan, Ohio, Oklahoma, Tennessee, Texas, Virginia, or West Virginia. The award is for $4,000 and the application deadline is March 1st. William and Marijane E. Adams, Jr. Scholarship This scholarship is given to a sophomore, junior, or senior student who is a member of ASME and can demonstrate financial need. You should be attending college in California, Hawaii or Nevada, and have a special interest in product design and development. You will need a minimum GPA of 2.5. The award is for $3,000 and the deadline is March 1st. ASME Power Division Scholarship This scholarship is for a sophomore, junior or senior ASME member who is particularly interested in fuels, combustion, or the power industry. Students will be judged based on financial need, academic ability, and the potential to contribute to the mechanical engineering profession. The award is for $3,000 and the deadline is March 1st. F.W. Beichley Scholarship This scholarship is for a junior or senior ASME student. Students will be judged based on leadership, integrity, character, financial need, academic ability, and the potential to contribute to the mechanical engineering profession. The award is for $3,000 and the deadline is March 1st. Stephen T. Kugle Scholarship This scholarship is for a junior or senior ASME member who attends a public college in Arizona, Arkansas, Colorado, Louisiana, New Mexico, Oklahoma, Texas (except for the University of Texas at Arlingon), Utah or Wyoming. Students will need to have at least a 3.0 GPA and be a US citizen by birth. The award is for $3,000 and the deadline is March 1st. Allen J. Baldwin Scholarship, Berna Lou Cartwright Scholarship, Sylvia W. Farny Scholarship, Agnes Malakate Kezios Scholarship, Charles B. Scharp Scholarship These scholarship are for a junior ASME student. These scholarships can only be used to fund the final (senior) year of studies. Up to ten awards total for $3,000 will be given and the deadline is March 1st. John Rice Memorial Scholarship ASME Metropolitan Section This scholarship is for a junior or senior ASME member who attends one of the following universities: City College/CUNY, College of Staten Island, Columbia University, Cooper Union, Manhattan College, NYC Technology College of City University, Polytechnic Institute of New York University, SUNY/Maritime College. Students will be judged based on academic ability, leadership, integrity, character, and the potential to contribute to the mechanical engineering profession. The award is for $3,000 and the deadline is March 1st. John Elsa Gracik Scholarship and ASME Foundation Hanlet Scholarship Up to 11 awards of $2,500 will be given to students who are freshmen, sophomores, juniors, or seniors pursuing degrees in mechanical engineering and are members of ASME. Students will be judged on academic ability, financial need, character, leadership, and potential contributions to the mechanical engineering profession. The application deadline is March 1st. Marcus N Bressler Memorial Scholarship This scholarship is for a junior or senior ASME member who is particularly interested in industries using or manufacturing pressure vessels and related components. Students will be judged based on academic ability, and the potential to contribute to the mechanical engineering profession. The award is for $2,500 and the deadline is March 1st. Frank Dorothy Miller Scholarship This scholarship is for a sophomore, junior or senior ASME members. Students will be judged based on character, integrity, leadership, academic ability, and the potential to contribute to the mechanical engineering profession. Up to two awards for $2,000 will be given, and the deadline is March 1st. Allen Rhodes Memorial Scholarship This scholarship is for a sophomore, junior or senior ASME member who is particularly interested in the oil and gas industry. Students will be judged based on academic ability and the potential to contribute to the mechanical engineering profession. Preference will be given to students who are enrolled at Villanova University. The award is for $2,000 and the deadline is March 1st. Civil Engineering Scholarships These scholarships are specifically for students interested in pursuing a career in civil engineering. Charles Tiney Memorial ASCE Student Chapter Scholarship College freshmen through seniors who are enrolled in a civil engineering or related program, and are also members of an ASCE Student Chapter, can apply for this award. You will have to turn in a completed application form, a personal statement about why the student should receive the award (including talking about financial need), a detailed financial plan, transcript, resume, and at least two letters of recommendation. The award amount varies annually. The deadline is March 1st. CI Construction Engineering Student Scholarship Available to students who are freshmen, sophomores, or juniors, and are enrolled in a civil engineering program with a concentration in construction engineering or construction management. Students should be members of either the Construction Institute or ASCE National, and be in good standing. You will need to submit transcripts as proof of good academic standing, as well as three reference letters either from professors or professional internships. You will be expected to write a statement about your professional goals after graduation, and also include a resume that highlights your professional, research, and leadership positions. The award is renewable for two years (a total of three years). The amount varies based on the funds available and the student’s financial circumstances. The deadline for applications is April 1st. Eugene C. Figg, Jr. Civil Engineering Scholarship This scholarship is available to college juniors or seniors who are enrolled in civil engineering degree programs and who are interested in bridge design and construction. You should be a student member of the American Society of Civil Engineers in good standing. You’ll have to complete an application, write a statement about your interest in bridge design, a financial statement about how you will use the award as well as an annual budget, official transcripts, a resume, and a minimum of two letters of recommendation. The award amount varies but is usually around $3,000. The deadline to apply is February 10th. John Lenard Civil Engineering Scholarship A maximum of two awards per year will be given to sophomore, junior, or senior college students who are focusing their engineering degrees around water supply or environmental engineering. You have to be majoring in civil engineering to be eligible, and also be a student member of the American Society of Civil Engineers. You will need to submit a completed application form, a personal statement detailing why you should receive the scholarship, including your financial need and plans for your education, an essay on how civil engineering can improve the environment, official transcripts, a resume, and at least two letters of recommendation. The amount of the award depends on available funds but is usually around $2,000. This scholarship is NOT renewable, but you may apply for and win it more than once. The deadline is February 10th. Lawrence W. and Francis W. Cox Scholarship College sophomores, juniors, and seniors who are in a civil engineering program can apply for this scholarship. You should be a student member of the American Society of Civil Engineers and be in good standing. You will have to submit a completed application form, along with a personal essay about why you want to become a civil engineer and how you have participated in the ASCE, a detailed annual budget, official transcripts, a resume, and a minimum of two sealed recommendation letters. The award amount varies. Though it is not renewable, you are able to apply for and win the scholarship more than once. The deadline is February 10th. Robert B. B. and Josephine N. Moorman Scholarship Another scholarship open to college sophomores, juniors, and seniors who are majoring in civil engineering, this award is given to one student annually and is not renewable. You will need to complete an application form, a personal essay of 500 words about why you want to become a civil engineer and your long-term goals, a detailed annual budget, transcripts, a resume, and two recommendation letters. The award is usually around $2,000. The application deadline is February 10th. Samuel Fletcher Tapman ASCE Student Chapter Scholarship This scholarship is awarded to a maximum of 12 students every year who are college sophomores, juniors, or seniors. You’ll need to be pursuing a degree in civil engineering, and be a member of your local ASCE student chapter in good standing. To apply you will have to fill out an application form, write a personal statement about why you should get the award and your plans for your education, a brief financial statement about how you will finance your education if you get the award, an official transcript, a resume, and at least two letters of recommendation. The awards are of $3,000. It’s not renewable but you can apply and win more than once. The deadline for applications is February 10th. Aerospace Engineering Scholarships If aerospace engineering is your thing, read on! Vertical Flight Foundation Scholarship This scholarship is for students who are in at least their second semester at an engineering school who are interested in a career in aircraft engineering. You will have to complete an application form (including a personal statement about your academics and interest in rotorcraft or VTOL engineering), and also send a resume, transcript, and at least one letter of recommendation. Several awards are given each year, ranging from $1,000 - $5,000. The application deadline is February 1st. AIAA Scholarships The American Institute of Aeronautics and Astronautics gives out several scholarships every year for college students who have completed at least one semester of college in aerospace engineering or a related science. Applicants must have a GPA of 3.3 or higher, be AIAA student members, and have to use the scholarship for academic expenses. Rewards are not renewable, but students may apply for and win these scholarships multiple times. Students will be judged on their academic achievements, career goals (assessed in a 500-1000 word essay), three recommendation letters, and extracurricular activities. The deadline for these scholarships is January 31st. Wernher von Braun Scholarship: $5,000 George and Vicki Muellner Scholarship for Aerospace Engineering: $5,000 David and Catherine Thompson Space Technology Scholarship: $5,000 Space Transportation Scholarship: $1,500 Liquid Propulsion Scholarship: $2,500 Leatrice Gregory Pendray Scholarship: $1,500 Digital Avionics Scholarship: $2,000 *Olin E. Teague Scholarship The National Space Club offers this scholarship to encourage young people to pursue degrees in aerospace fields. High school seniors are eligible to apply. You will need to submit your high school transcript, at least one letter of recommendation, a statement about your academic plans that could lead to a career in aerospace sciences and technology, and a research paper at least 3 pages long. The award is for $4,000 and the application deadline is October 12th. Nuclear Engineering Scholarships *American Nuclear Society Incoming Freshman Scholarship This scholarship is for high school seniors who are going to enroll full-time in a nuclear engineering program. Consideration will be given to high school academics, freshman courses that you have chosen, letters of recommendation, and a 500-word essay. Four awards will be given of $1,000. The application deadline is February 1st. The Kent Hamlin Memorial Scholarship This scholarship is for students pursing an associate degree (2 year degree) and who are interested in the nuclear power industry. You should show an interest in and commitment to a career in the industry. NEED Scholarship Award for Community College and Trade School If you are currently in community college but are hoping to transfer to a four year university to study nuclear engineering, this scholarship is for you. Two awards of $2,000 will be given. The application deadline is February 1st. ANS Undergraduate Scholarships If you have completed at least one year of a nuclear engineering degree, you are eligible for several undergraduate scholarships offered by the ANS. ANS gives out over 20 scholarships of $2,000. The application deadline is February 1st. What's Next? Interested in getting a head start on some computer engineering before college? Learn about what the JavaScript TypeOf Function is and how it works here. Make sure that you stay on top of your high school GPA while taking rigorous classes to be considered for these kinds of scholarships. You should also know how to get a high score on the SAT and ACT to be eligible for these engineering scholarships. Also check out our list of full-ride scholarships for more ideas on how to fund your college education. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Mouth care to reduce ventilator-Associated pneumonia Essay

Mouth care to reduce ventilator-Associated pneumonia - Essay Example However, in most of the patients, the VAP is caused by a combination of organisms. The diagnosis of VAP is difficult, making it difficult to account for VAP incidences. The endotracheal tube increases the risks of VAP by prevention of cough, prevention of upper airways filtering and inhibition of epiglottis and upper ways reflex actions. The most risk patients are patients over the age of 65, with underlying chronic illness. This condition is also prevalent in patients with immunosuppressant and previous pneumonia infection. Oral hygiene The significance of a patient’s oral and nasal hygiene is overlooked in most cases, even though it is the most basic of all the nursing interventions. The use of closed suction system (CSS) contributes significantly to the reduction of these cases (Rello et al., 2010). The mouth is a host of both the normal flora and the pathogenic organisms. Most of the studies advocate the use of chlorohexidine. However, it is important to understand that ov eruse of this oral rinse could result in the reduction of the oral bacterial load. This could lead to the development of chlorohexidine resistant organisms. The common suction program can be used to reduce colonization. The installation of the endotracheal tube prevents the glottis closure. ... Oral hygiene is significant in prevention of ventilator associated pneumonia (VAP) due to the oral factors, encouraging the colonization of the bacteria (Hutchins et al., 2009). For example, mechanically ventilated patients in neurological and intensive care units are at a higher risk of development of VAP due to factors such as decreased levels of consciousness, dry open mouth and the increased levels of micro aspiration of secretions. Several interventions could be adopted for the prevention of VAP. However, oral hygiene is one of the most important and significant intervention. The oral care includes timed tooth brushing, in combination with the other measures can be effective in the control of this condition. Some of the best practices include education of the staff on the effectiveness of oral hygiene in reduction of VAP incidences. The study should surround the factors surrounding the reduction of colonization and aspiration. In addition, avoidance of unnecessary antibiotics an d nasal intubation in addition to oral hygiene can contribute significantly to the reduction of colonization. Maintenance of a clean healthy mouth through the prevention of plaque buildup biofilm on the teeth helps in reducing the risks associated with the development t of VAP. Oral hygiene care involves the use of mouth rinses, gel or toothbrush in combination to the aspiration of different mouth secretions can increase reduces the risk of infection with VAP. Previous studies revealed that the use of chlorohexidine mouthwash or gelled contributes to approximately 40% reduction in the chances of development of VAP (Reagan, 2011). Some of the best practices include education of the staff on effectiveness of oral hygiene in reduction of VAP

Personal Statement seeking admission to Master programme in History of

Seeking admission to Master programme in History of Science and Technology - Personal Statement Example Hence, the more reason I would want to undertake this Masters programme in History of Science and Technology in order to teach young people in school on the need for a country focusing in Science and Technology. One factor I have learned in life is the need for discipline in every pursuit that I engage in. Perhaps this comes from my military background where I worked as a finance administrator with Singapore’s People Defence Force ultimately attained the rank of Sergeant in 2009. Moreover, my other engagements, albeit in a co-curricular role, have enabled me gain focus in the direction that my career should take. These engagements in attending and organising delegates meetings within outside the country have played the crucial role in my life of finding value in helping people and influencing lives. In addition, the undergraduate scholarship-teaching award presented to me by the Ministry of Education in Singapore gave me the clear indication that I was destined to become a teacher and impact lives. They say that work without play makes Jack a dull boy. While my pursuit and the passion in becoming a teacher are self evident, I have a passion for media work. For this reason, I choose to pursue a Diploma in Multi-Media technology with a major in Film Studies and Production. In fact, my high average GPA score of 3.24 in my final semester emphasize my passion in every activity I focus on. Moreover, I have continued playing a part-time role by teaching camera handling and cinematography at a school I have helped organise. It is in light of the above that I would request for a placing in your prestigious institution to study for my Masters Degree in History of Science and Technology. I am a well-rounded student with an interest in teaching, which I believe will help me achieve my long life goals. I am a dynamic student who is ready to take what life offers in both hands and to use it to my best of

Customer Satisfaction with Self Service Checkout

Customer Satisfaction with Self Service Checkout Chapter 2 This chapter explains about the possible literature review about the self service checkout system and its operation in relation with customer satisfaction and retention. It will introduce you to some of the theories about the self service technology, customer satisfaction and retention. At the end, you will find the critical review of this literature review and possible arguments and recommendations. Literature Review As companies/supermarkets have race to introduced technology that enables the customers to get service on their own (Bitner, M. Amy, L. Ostrom and Matthew, L. 2002). Growing number of customers interacted with the technology to create service outcomes instead with a service firm employee (Matthew, L. Amy, L. Ostrom, Robert, I. And Bitner, M. July 2000). The overall affect model is based on the consumers feelings toward the use of technology (Pratibha A. and Dabholkar 1996). The Supermarkets which introduce self-service checkout systems wish to gain rapid acceptance and usage of these technologies by potential consumers. (Jungki, L. and Allaway, A. 2002) According to Merriam-Websters Dictionary (2008), Innovation is â€Å"a new idea, method or device, or the introduction of something new.†Drejer (2002) argues that innovation is more than just invention, that idea cannot be innovative as a pure, it must be put in practice and be commercialized; otherwise it is too earlier to speak of innovation. Blackmon (1996) provide us with the best summary for a context of this research: â€Å"†¦ technological change is used to describe changes in knowledge that increase the volume of output or allow a qualitatively superior output from a given amount of resources †¦ and thus in driving organizational evolution †¦Ã¢â‚¬  The sales profit is a simple conceptual framework chain to linking with the employee satisfaction as well as customer satisfaction and financial performance. This sales profit chain is the relationships between employee and customer satisfaction (Gary, W. and Loveman, 1998). The benefit of the customer reten tion and satisfaction has been characterized by using the repurchase intention or a factor score of quite a few measures repurchase goal, and price tolerance. So that the purpose to use the customers management strategy that is the based on managing both satisfaction and benefit of customer retention (Narayandas, D. 1998). Performance expectation and the actual performance have major significance in the Evaluation process, as we need to determine the dimension of product and service performance. Most customers do not switch from satisfied seller to their competitors, but, there are several factors that could affect customer behaviour to switch to different service provider such as mistake in core service failure, service encounter failures, variable prices, inconvenience, responsive to service failures, attraction by competitors, ethical behaviours and involuntary switching etc. (Hawkins, Best and Coney, 2004) Retailers need to analyze what makes a new product from the point of view by the customer if customers facing problems understanding the reason behind the introduction of new self-service checkout systems (SSC) they will not use the system. As we launch new self-service systems, we need to analyse the consumer behaviour as well. The consumer should be involved in some way or another at most stages in the introduction of self-service checkout system. Every retail or sales companies should take care of customer wants and needs (Wright, R. 2006). Consumers feel a sense of pleasure in understanding that they have found a unique store that they can, and do, frequent. This suggestion is suggested on the notion of value as a function of both worth (Oliver, 1999) and scarcity. People feel good when they find something of worth that is not easily available the feel good feeling from the ordinary and the mundane, is different from satisfaction in that it consists qualitative effects such as enjoyment and happiness. In contract, satisfaction is an evaluative judgment (Oliver, 1997) and more cognitive in nature (Howard and Sheth, 1969). Satisfaction can be defined as a cognitive evaluation resulting from the fulfilment expectations. Satisfaction is a judgment based on either a cognitive or emotional appraisal, made by the customer whether his or her expectations were met (Oliver, 1997). Positive affect is a pleasurable emotional response (Bogozzi, Gopinath, and Nyer, 1999). â€Å"If organizations want to consider total customer experience, satisfaction by itself is a weak measurement† (Barlow and Maul, 2000) As a result, when a consumer experiences more differentiation value in the store, consumer will be more likely to feel more positive responses toward the store (Holbrook and Hirschman, 1982) The literature in retailing and customer behaviour has identified commitment as ones â€Å"motivation† to keep a relationship with the retailer (Bendapudi and Berry, 1997 and Fournier, 1998).The self-service checkout system (SSC) into the service come across necessitates research to improved understand customers attitudes toward overhaul providers and technologies, and their intentions to employ technology-based facility delivery systems. In this research, the authors build up and experiment three structural models that include a pecking instruct of consumer attitudes toward together the psychological and the technological factors of the come across to better appreciate their intentions to utilize Self Service Technologies. The result indicates that intentions to exercise self-service technologies options are ambitious by manifold, hierarchical attitudes. In calculation to the direct belongings of attitudes toward exact self-service technologies and individual employees, the findings corroborate that higher direct worldwide attitudes toward service technologies pressure intentions to use self-service technologies. fascinatingly, the findings indicate that heavy self-service technologies users rely more on attitudes toward specific self-service technologies than do light self-service technologies users, who rely more heavily on universal attitudes toward self-service technologies when formative intention to utilize an self-service technologies. (James, M. Matthew, L. Meuter and Carol, F. 2003) Kano Model Analysis: The customer satisfaction model from professor Kano is a marketing and quality management approach that can be used for assessing and establishing customer satisfaction and happiness. Kano model has six categories of customer quality characteristics, but, only the first three specially relate to customer satisfaction. (Kano, 2007) These factors are: a) Basic factors b) Excitement factors c) Performance factors Basic factors The prerequisite factors that will cause dissatisfaction if they are not met, but, do not establish customer satisfaction. If they are fulfilled or cross expectations customer regard this as essential and basic factors contribute to market entrance ‘threshold Excitement factors These requirements if they are met can increase customer level satisfaction, but, if they do not meet the requirements, do not cause customer dissatisfaction. These factors come to customers as surprise and create satisfaction. A company can come out from crowd from competitors in a positive way using these factors. Performance factors These factors are concerned with the performance level. So, we can conclude that customer satisfaction is directly related to the performance level, if the performance level is high, then, customer satisfaction will be met, but, if the performance level is low, cause dissatisfaction. These factors are directly related to customer desires, wants and needs etc. So, company should try to be competitive in a market. Illustration of features or needs vs satisfaction (Adapted from Prof. Kano, 1994) Customer point of view in relation to Self Service Checkout System (SSC) Researcher forecasting about the adaptation of the self service checkout system have been gone against the past recommendation, instead, customers are using this technology more and embrace this technology with open arms. Reasons for Supermarket to adopt this technology: Customers do prefer to use their bank cards in privacy and anonymity. Queue awaiting time reduction; Need for self-service; Quick payment; Shoppers feel empowered; Retail market is shifting towards radio frequency identification which will replace the bar code. However this might be a foundation for increasing working hours, as supermarkets not depending on a cashier. Due it is not many research have been done in the UK practise might be relevant for this research and will be in future referred as a compare base. Theoretical Framework Porters competitive advantage theory is a classical and one of the foundational in business literature, however lately it was criticized by some authors (Day and Wensley, 1988 and Hunt and Morgan, 1995). Therefore some complementary concepts have been suggested. In order to reinforce research the Porters value-chain theory was complemented with the more current Value-Network model of Stabell and Fjeldstad (Stabell and Fjeldstad, 1998). Value-chain theory and the value network model are presenting the different activities of a company where value can be cond and added through SSC systems. This model allows the researchers to investigate the different activities of companies on which the implementation of technology-based self-service as an innovation can have an effect. Theoretical Framework Implication In order to fully understand the impact of introducing Self Service Checkout system (SSC) in ASDA supermarkets it is necessary to look into: role and importance of innovation in a business context, product life cycle connected to SSC; competitive advantage theory and complementary concepts, value chain theory, and finally the importance of customer relationship management in the ‘new self-service economy. Innovation Before we are going to analyze stage it is important to understand what innovation in business context is. The full understanding can be obtained through definition of the term. According to Merriam-Websters Dictionary (2008), Innovation is â€Å"a new idea, method or device, or the introduction of something new.† Drejer (2002) argues that â€Å"innovation is more than just invention, that idea cannot be innovative as a pure, it must be put in practice and be commercialized; otherwise it is too earlier to speak of innovation†. Blackmon (1996) provide us with the best summary for a context of this research: â€Å"†¦ technological change is used to describe changes in knowledge that increase the volume of output or allow a qualitatively superior output from a given amount of resources †¦ and thus in driving organizational evolution †¦Ã¢â‚¬  In the following relation, the innovation in a business context is a product, device, service, programme, service provider, or methods of services delivery that are new, unusual, or in other ways different from those previously used and positively reflects in overall output of the organization in form of added value directly to the organization or its customers. In the case of this research, innovation in form of SSC brings changes into service delivery. In order to understand the impact of the innovation it is necessary to understand to which area of service delivery it related. Dabholkar (2003) made a classification of technology in service delivery with three dimensions. †¢ â€Å"By whom the service is delivered and who operates the technology†. †¢ â€Å"Where the service is delivered (at the shop or in customers home); and how the service is delivered†. Depending on which category the service belongs to different factors will affect the customers evaluation of the service quality. This classification can be useful in guiding companies in the development of their marketing strategies when implementing SSC systems. Table At service site At customers place Direct contact Customer goes to service site and performs service using technology at service site. E.g. ATM, self-service at retail checkouts. Customer uses technology from home/office to perform service. E.g. internet shopping. Indirect contact Customer goes to service site and uses automated telephone system to perform service. E.g. automated wake-up calls at Hotels. Customer calls automated telephone service from home/office to perform service. E.g. automated ticket-ordering over telephone. Source: Dabholkar, 1994 in Anselmsson, 2001, page 13. Shadowed cell is the relevant technology for this research. Using this type of SSC, the customer goes to the service site and performs the service by using the technology provided at the service site. This implies a greater importance and wider range of quality issues in the interactive marketing function of the organisation. Product/service life Cycle In a business context everything is going through different level, stages of performance. It is similar to the any life development. From the cell of life to the maturity and death, the products are repeating same way from idea to implementation and ultimately death. Particularly in our case the service as well as product must be planned and introduce to employees, customers and eventually be accepted by them. It is crucial for the managers to adjust and control its performance while it goes through different stages. The effect respectively will be also different on different stages. Therefore, considering the life cycle of SSC systems is important when investigating the effects on company competitiveness. The product life cycle tend to go through the five stages of products: †¢ Service/product development; †¢ Market introduction; †¢ Growth stage; †¢ Mature stage; †¢ Stage of decline. Each stage is different in effectiveness of the product, expenses, revenue, etc. The first stage usually money intensive as there is no sales revenue and all expenses are covered by different organizations activities, in our case no effectiveness gain from reducing cost of operation. Stage two is quite expensive in our case as technological cost is very high. The purchase of the machineries and shops infrastructure adjustments to accommodate it are required. Moreover the staff and customers trainings and special promotions materials must be prepared. The third stage is continuous use of SSC by customers and therefore operational cost reduction becomes positive revenue, which might cover the marketing expenses. The fourth stage is characterised by very low costs of operation as number of customers who is using it increased. The final stage might come as soon as more efficient and productive technology will arrive and current become outdated. (Day, 1981) The progression of a product through these stages is not certain however. Some products may stay in the mature stage forever, for example commodities such as milk, others might not even rich stage of maturity. These products go through their life cycle as marketers â€Å"marketing mix† strategies change. For example, advertising is informative stage of the introduction, maturity stages, winning in the growth and in the decline stage reminder-oriented. In the early stages the promotional budget tends to be highest, and as the product gradually taper off matures and decline. Product characteristics, pricing, distribution also tend to change. (Day, 1981) The concept of product life cycle, applied to Self Service Checkout System (SSC) innovations, has also been introduced as an important concept that also contributes to affecting competitiveness. The Value-Chain Porters value chain framework today still is the ‘accepted language for representing and analyzing the logic of firm-level value creation, and is also a framework for analyzing firm-level competitive strengths and weaknesses. In value chain analysis â€Å"competitive advantage is understood by these discrete activities of the value creation process that contribute to the firms relation cost place and produce a basis for segregation. These activities are the ‘building blocks from which a product or process is created that is valuable to the firms customers. The different activities have different economics and thus contribute differently to the valuable characteristics of the product or process†. The value creating activities in Porters model are divided in two levels. â€Å"Primary activities consist of directly interact to create and bring value to the customer, while support activities facilitate and develop the performance of the primary activities†. The primary activity level consists of five actions: inbound logistics, operations, outbound logistics, promotion and sales and service. The maintain actions are procurement, technology growth, human supply management, and firm infrastructure. It is important to note that the different activity categories are not the same as organizational functions. Using the value chain for analysis, â€Å"costs and assets are assigned to the value activities as a first step, and are further analyzed as â€Å"structural drivers† related to the scale and scope of the firm, linkages across activities, and environmental factors. Cost and value drivers are usually analyzed separately. Moreover, drivers are partly related to internal relationships, partly to external factors, and partly to relationships between internal and external factors as well. The main drivers of value are policy decisions made by product and segment choices when the firm is established or repositioned†. (Stabell and Fjeldstad, 1998) According to Porter, â€Å"the value-creating logic of his value chain with its generic activity categories is valid for firms in all industries. However, he further states that the specific activities that are vital to a firms competitive advantage depend on which industry the firm operates†. (Porter, 1985, 1990) Stabell and Fjeldstad (1998) however have investigated the application of the value chain model to a variety of industries and have experienced problems in applying the value chain frame work to more than two-dozen firms. They have found that the value chain is suitable for describing and understanding the value creation logic of manufacturing firms, but that it proves problematic when analyzing activities in service industry firms. They argue that â€Å"problems arise from difficulty to assign and analyze activities in terms of the five generic primary value chain categories proposed by Porter, leading to unclear explanations of value creation†. Therefore, Stabell and Fjeldstad (1998) suggest that â€Å"the value chain can be considered as one of three generic value configurations to facilitate the understanding and analysis of firm-level value-creation logic for a broad range of industries and firms†. The additional two value models besides the value-chain are the value network and the value shop. The importance shop model applies to firms where price is created by â€Å"mobilizing income and performance to resolve an exacting customer difficulty†, for example professional service firms dealing with medicine, law, architecture and engineering. The value network model refers to firms that generate cost by â€Å"facilitating an organization relationship among their customers using a mediator technology†. Stabell and Fjeldstad (1998) also propose alternative presentation formats for both models that represent their unique value creation logic. For the purpose of this research both Porters value chain and Stabell and Fjeldstads value network is of importance. Although Stabell and Fjeldstad state that according to their findings the value chain is mostly useful for manufacturing firms, for our investigation of supermarkets ‘traditional operations, the value chain is most fitting, with one small alteration. However, in also considering the introduction of a new type of service offering through technology-based self-service checkouts, it is found necessary to complement the value chain model with the value network model in order to be able to capture the value adding activities of SSC. The combination of the different value-creating logics, as suggested for this research, has also been proposed by Norman and Ramirez (1993). Since the main purpose of the research is to investigate the effects of SSC in supermarkets, the value network is of central importance, which is discussed in further detail below. The Value Network â€Å"Value networks use a ‘mediating technology to link clients and customers who wish to be interdependent.† According to Stabell and Fjeldstad (1998), â€Å"the firm provides a networking service through the mediating technology and thus facilitates exchange relationships among customers distributed in space and time†. For the consideration of SSC, the value network idea is modified to mean that the firm is the network itself, linking its customers not to each other but to the firm itself, facilitating a more interdependent exchange relationship between the firm and its customers. Customer Satisfaction â€Å"To measure the customer satisfaction of how your organisation`s `total product` performs in relation to a set of customer requirements.† (Gower, 1999) If you like to measure the customer satisfaction of the customers and you need direction exactly what you are measuring. Understanding the concept of customer satisfaction is very easy and can be done by assuming yourself as a customer in a supermarket. Satisfaction is simple. If you get what you wanted and your requirements are met, you are satisfied. The starting point of a customer satisfaction management is to set the objectives. There are different customer satisfaction objectives that can be set. * Customers` requirements (important ratings) * Customer satisfaction (Satisfaction ratings) * Comparison with other organizations * PFIs (priorities for improvement) * Customer satisfaction index * A track able measure of satisfaction * The internal perspective Firstly, you should identify customers` requirements and there are many things customers want and need but we need to identify most relative of customer requirements. Secondly, you must measure customer satisfaction. Organisational performance is directly related to customer satisfaction and list of customers` requirements. Thirdly, if you could go a bit further to analyse the customers` requirements as compared to other same organisations. (In our example `supermarket`) This will give you the opportunity to get the benchmarking. By using benchmarking, you could analyse the requirements of your supermarket customers` as satisfied or not satisfied. Fourthly, after getting the customers` satisfaction measures, you can use these measures to produce some survey outcomes and the first of that step is to identify the PFIs (Priorities for improvement) Fifth, you will need to measure the overall customers` satisfaction. We call it a satisfaction index and it will indicate us to monitor progress from the one year to the next for the overall customers` satisfaction. Finally, customers` satisfaction survey has to be done inside the supermarket to know about the understanding of employees about their customers` requirements. It will help any supermarket to indentify that if their employees know about their customers` requirements and can indentify gaps. An internal survey can also be used to help the management to make the decision making process and strategic management. (Gower, 1999) Achieving Customer Satisfaction: â€Å"Customer satisfaction is measured frequently. Sampling is extensive. Surveys are quantitative as well as qualitative. The measures are taken very seriously. They are reviewed unfailingly by Top management: the development of such measures is taken very seriously as the development of budgetary measures or product reliability measures. Evaluation of people in all functions at all levels is significantly affected by the satisfaction measures†. (Tom Peter, a Passion for Excellence) Customer delight seems very credible people say things like: In today`s competitive markets customer satisfaction is no longer enough; you have to delight the customers, give them something they did not expect to keep their business. In customer satisfaction, the link between customer loyalty, customer retention and profitability can make get better customer satisfaction. It has been shown that customer retention can boost profit of the supermarket as it is very easy to keep the existing customers than getting new customers. After getting the trend data and established the satisfaction- loyalty ratio in your market for your organisation, you make some models. Some companies now have `business performance models` based on their customer satisfaction management survey results that have quantified the exact links between customer satisfaction, customer loyalty, sales and profit. They know that how much one percent improvement in customer satisfaction will improve loyalty how much that contributes to profits. Precisely, this is a very powerful forecasting tool. Customer Satisfaction and the Performance: Customer satisfaction can be defined as more loyal customer and it involves emotional and complicated process. Every customer has certain level of product or service expectation and desire. If customer expectation level increased as a result of using that product or service, then, customer experiences satisfaction. (Simon Homburg 1998, Page 44) However, â€Å"Satisfaction has also recently been described as the emotional reaction to this cognitively defined process of comparison†. (Homburg and Rudolph 1995, page 31) In this context, customer experiences that the outcome of the process of comparison will not always give the correct result about the expected satisfaction outcome and actual level of satisfaction outcome. Instead, direct effect of these outcomes or satisfaction levels also interacts with satisfaction. (Bolton et al. 1991 page 376) The customer satisfaction has been in research for long time, mostly research and investigation has been done on the customer satisfaction, but, not on the customer retention. It is the experience and attitude of the employee in closest contact with customers that customers are satisfied, loyal and customer retention has been achieved. The Satisfaction is an â€Å"a overall attitude of customer towards the service provider† (Levesque and McDougall, 1996) The companies are more successful, later research has showed if they adopt customer retention rather than customer satisfaction. (Knox, 1998) Customer satisfaction brings many benefits. Satisfied customers are fewer prices sensitive; they purchase more items, not go to competitors and stay longer. (Zineldin, 2000) Customer satisfaction is directly related with the customer complaint process management. If customer complains more, then, it increases more customer satisfaction. Customer complains about the product or service he/she receives, then, supermarket can achieve more customer satisfaction (Johnston, 2001) â€Å"The product innovations, staff service, price, convenience and business profile are all determinants of customer satisfaction†. (Athanassopoulos, 2000) Later, Bejou et al. (1998) propose that â€Å"customer satisfaction can be enhanced through relationships, provided they are developed and managed to the customer`s satisfaction† Customer retention is not directly related with the customer satisfaction. Sometime customer do not change service provider because of the alternative circumstances, but, customer satisfaction level remain the same. Sometime customers do not have any choice to change their service provider, so, they stick with their existing provider. Hallowell (1996) argues that customer satisfaction cannot produce life time customer loyalty even though customer satisfaction has been increased, but, retention can be related with customer satisfaction. Retention can be understandable as â€Å"to do business or exchange a commitment to continue with a particular company on an ongoing basis†. (Zineldin, 2000) Retaining old customers are easy and cheap to keep as compared to the new customers because they are more loyal and less price sensitive. They keep their loyalty to their existing service provider and do not change their loyalty to the new service provider. It increases customer retention, satisfaction, lower price sensitivity, higher market share, higher productivity and higher efficiencies. (Reichheld, 1995) The authors suggest that in order to retain customers, companies should always change and developing their product and services to meet the ever changing needs of customers. â€Å"The concept of acquiring, developing and retaining customers from a cognitive and affective perspective†, they provide examples of how cognitive and affects are used to increase retention. (Desai and Mahajan, 1998) â€Å"Customer satisfaction is a direct determining factor in customer loyalty, which, in turn, is a main presentation of customer retention†. (Gerpott et al., 2001) Customer satisfaction can be achieved by customer retention. Customer complaint process can boost the stage of customer satisfaction that result in customer retention. Employee perspective is also very important with relation of the customers. Individual relationship with the customer can boost the level of customer satisfaction. It is direct related with the mental theories of customer and employee perspectives. Managers should be aware of customer wants and needs as well as employee mental perspective. Different employees keep different level of relationship with the customers that could affect the customer satisfaction and retention level. Therefore, Managers must keep eye into employee/customer relationship and set realistic goals to achieve. (Spreng et al, 1995) Customer Retention Customer retention is directly linked with the customer satisfaction. The framework guide managers to decide which part of customer satisfaction has more collision, which part of customer satisfaction needs to be improve and make strategies to retain existing customers. An individual level model of loyalty and customer retention has been developed, that can be used to predict effects of service level improvement at supermarket. â€Å"Customer satisfaction has been changed recently from transactional marketing to relationship marketing†. (Grà ¶nroos, Sheth and Parvatiyar, 1994) â€Å"To all marketing activities directed toward establishing, developing, and maintaining successful relational exchanges† (Morgan and Hunt, 1994) â€Å"Customer satisfaction has been treated as essential instrument for the customer retention has gained significant importance in relational marketing approaches†. (Rust and Zahorik, 1993) Kotler sums this up when he states: â€Å"The key to customer retention is customer satisfaction† (Kotler, 1994) â€Å"The assumption that satisfaction/dissatisfaction meaningfully influences repurchase behaviour underlies most of the research in this area of inquiry†. (Bloemer and Poiesz, 1989) It is the continued repeat shopping with the supermarket, when c

France and the United States Essay

This paper seeks to provide comparative analysis of early childhood education policy between France and the United States. The discussion will focus on the programs origin and what the programs were intended to achieve. The study will look at the focus, of the programs, the beneficiaries and the cost. In analyzing the early childhood policy outcome in the two countries, the paper assesses the successes as well as the shortcomings of the policy programs. The federal government has not developed a policy on early childhood education that is applicable in the nation. As opposed to the comprehensive early child education policy in France. The U. S. government has only been supporting specific preschool programs for those children from poor neighborhoods and low income families. This trend is also evident in the various states which have not been able to come up with early childhood policy that can be used uniformly by education stakeholders throughout the state. Earl childhood education program is largely left in the hands of private education providers through kindergartens. (Mitchell, A. , Ripple, C. , & Chanana, N. , 1998, p. 24). The Early childhood education policy by the government is defined in its actions which in regulating the demand and supply of early childhood education services. In implementing early childhood policy, the government provides direct and indirect financial subsidies to private providers of these services in the form of grants, contracts and tax incentives. Provision of direct and indirect financial support to parents of children in early childhood program. This support may be in the form of cash benefits, tax benefits to offset the cost of this service and vouchers to pay for the service. The government also participates by regulating players in the field of early childhood education through legislation. Early childhood education program in the U. S are run on a full day of part time basis and they include pre-kindergartens, kindergartens, compensatory education programs and nursery schools. The other programs that support early childhood education include childcare centres, family support programs, before and after school programs, family type day care homes. Because there is no clear line between the government and private support in this sector. (OECD Country report, 2000, p. 5) There is no clear data concerning the cost of early childhood education in United States. However, the federal spending on the program has been very minimal compared to grade k-12. Studies in the year 2002 reveals that the states spent 2. 5 billion dollars on early childhood education while the federal government spent 6. 5billion on early childhood program. This is in exclusion of funds spent on pre-primary education for special students. This is the contrary of the case in France where the government full funds its early childhood education program. Then enrolment in early childhood program for the year 2002 was estimated at 750,000 with 85% enrolled in private institutions. In the United States, the government has a policy that ensures quality, affordability, and availability of child care for all families. The Child Care Bureau administers federal funds to states, territories, and tribes to assist eligible families including low-income families. The childcare bureaus provide childcare for children when the parents work or participate in allowable education or training activities. Through the Child Care Bureau funds various Technical Assistance projects that promote quality, strengthen program administration are supported. The funds are also used to finance Good Start which is the president’s initiative towards early childhood education as well as carry out research to help policy makers. The child care programs in the United States involved the administrators, parents and other stakeholders than in the case of France that is more regulated from above. According to OECD report (2000, p. 21). Most children are enrolled in private institutions compared to those in public institutions with most parents taking their children for part time programs. This is illustrated in the table below showing enrolment in early childhood education programs in thousands. The only early childhood policy that received direct support by the federal government is the introduction of Head start program to take care of those children from low income families. This program is funded by the federal government of the U. S since it caters for the children of the financially deprived parents from poor neighbourhood. According to OECD report (2000, p. 18) The cost of funding this program has increased steadily, reaching almost $4. 7 billion in fiscal year 1999 and $5. 27 billion in fiscal year 2000. This program was started as a strategy to deal with problems associated with children from poor neighbourhood. Dealing with their emotional, cognitive, social and cognitive deficits ensured a well rounded individual who was prepared to adopt a life style that made them productive individuals from poor homes. The major aim is however to academically prepare students for their primary school studies. According to Mitchell, A. , Ripple, C. , & Chanana, N. (1998, p. 34-50). Research shows that those students who had undergone early childhood programs like Head Start had fewer referrals for remedial classes or special education. These students were also more likely to remain in regular classes throughout their public school years. Fewer retentions rate as preschool graduates were less likely to repeat grades. The students maintained excellent scores very few of them had failing grades in their school years. The students were acknowledged by their teachers as having greater social and emotional maturity and had a high probability of completing their high school studies without dropping out. Due development of positive attitude about school at an early age, these students had greater academic motivation, on-task behavior, capacity for independent work, and time spent on homework. Lower incidence of absenteeism/detentions. Graduates had lower incidences of absenteeism and detentions. Preschool graduates had much higher scores on measures of attitude toward school and toward particular subject areas those who attended early childhood education are found to have better self-esteem, greater internal locus of control compared to those who never attend the program. Preschool education is believed to help in preventing unwanted pregnancies among young school girls. The program is also believed to reduce incidences of indiscipline like drug abuse and delinquent acts among students, this some researchers believe is due to the introduction of rules and regulations to students at an early age hence contributing to positive upbringing. Due to improved self esteem developed from an early age, preschool graduates are more likely to participate in social activities like sports and community work. As opposed to those who did not attend early education, the beneficiaries have a better meaning for education and develop high future aspirations. This also contributes to the likelihood of them enrolling and completing their secondary education. These benefits of early childhood education are extending to the society as beneficiaries have a higher possibility of securing better paying jobs hence reducing dependency in the society. There is high unlikelihood that these people will engage in antisocial behavior in the society. (Morgan, G. , Azer, S. , Costley, J. , Genser, A. , Goodman, I. , Lombardi, J. , and McGimsey, B. , 1993, p. 45, 78). The Head Start program is however accused of contributing to inequality in the education arena as those who are considered financially stable have been ignored. This is no longer a shortfall in France as their early childhood policy caters for all children despite their family backgrounds. The increasing number of mothers securing jobs is however increasing government participation in provision of early childhood programs especially in those kindergartens which are integrated in public primary schools. For instance, District of Columbia is made kindergarten attendance a legal requirement for children. (OECD Country report, 2000, p. 14) The diagram below illustrate the increasing number of working mothers with children under age six due U. S policy on Early childhood education and care between 1960 and 1999. Despite lack of comprehensive policy regarding early childhood education, a lot of expenditure has been incurred in supporting efforts towards achieving the same. The figures reported by OECD report( 2000, p. 23) is an illustration of cost of efforts employed by U. S to achieve ECEC as compared between 1992 and 1999 constant dollar reported in millions of dollars. As opposed to the United States, France has a clear government policy regarding earl childhood education. The program is publicly funded and caters for those children between the ages of 2-6 year olds known as Ecole Maternelle. The system has specific programs for those children under age three and it is administered under the Ministry of Education delivered under education auspices of the ministere de la Jeunesse, de l’Education nationale et de la Recherche. (Oberhuemer, P. , & Ulich, M. , 1997, p. 27). These programs are freely provided by the government for eight hours during the day including breaks like lunchtime. Extension beyond these hours is optional and those parents who work for longer hours can pay for additional hours that their children are taken care of at early childhood education centres. Since these programs are meant to benefit children and their parents who earn poorly, the additional charges levied on parents take into consideration the parent’s income. Any child starting school has to go through ecole maternelle which is the preparatory level in the education system. (OECD Country report, 2004, p. 4-7). Early preschool education is divided into three sections namely: the little section, middle section and large section. The little section is meant for three year olds, the middle section is for four-year-olds and large section is for five-year-olds. Two year olds belong to very little section. France is also committed to empowering the low income parents just like Head Start in the United States hence the government organizes bridging activities for those who are about to start schooling in poor neighborhoods. Such a program is supposed to familiarize the learners with the academic in readiness for school system. The table below shows the trends in the percentage of children in the ecole maternelle by age as from the year 1960-2002 according to French background report in 2003.

Temperate Grasslands (Climate, Vegetation, Animals)

Biomes are the worlds major habitats. These habitats are identified by the vegetation and animals that populate them. The location of each biome is determined by the regional climate. Grassland biomes consist of temperate grasslands and tropical grasslands, or savannas.   Key Takeaways: Temperate Grasslands Temperate grasslands are areas of open grassy plains that are sparsely populated with trees.Various names of temperate grasslands include pampas, downs, and veldts.Temperate grasslands can be found in various regions north and south of the equator including Argentina, Australia, and central North America.Temperatures vary with seasons with tornadoes, blizzards, and fires occurring in many temperate grassland regions.Temperate grasslands are home to many large and small herbivores. Temperate Grasslands Like savannas, temperate grasslands are areas of open grassland with very few trees. Temperate grasslands, however, are located in colder climate regions and receive less precipitation on average than savannas. Climate Temperatures in temperate grasslands vary according to the season. In winter, temperatures can plummet to well below 0 degrees Fahrenheit in some areas. In summer, temperatures can reach above 90 degrees Fahrenheit. Temperate grasslands receive low to moderate precipitation on average per year (20-35 inches). Most of this precipitation is in the form of snow in temperate grasslands of the northern hemisphere. Tornadoes, Blizzards, and Fires   nickalbi/iStock/Getty Images Plus Three natural factors that impact temperate grassland biomes are tornadoes, blizzards, and fires. A stretch of the plains region in the United States is termed Tornado Alley due to tornado hyperactivity. This region extends from northern Texas through North Dakota and extends east into Ohio. Tornadoes are spawned as warm air from the Gulf meets cold air from Canada generating around 700 tornadoes per year. Temperate grasslands located in colder regions also experience icy winters and blizzards. High winds generate sudden snowstorms that spread across the plains. Due to the hot, dry summer climate, wildfires are common in temperate grasslands. These fires are usually sparked by lightning but are also the result of human activity. The thick dry grass fuels fires that can spread for hundreds of miles. While fires are destructive in nature, they also ensure that prairies remain grasslands and are not overtaken by scrub vegetation. Location Temperate Grassland Locations. Terpsichores/Wikimedia Commons/CC BY-SA 3.0   Grasslands are located on every continent with the exception of Antarctica. Some locations of temperate grasslands include: Argentina - pampasAustralia - downsCentral North America - plains and prairiesHungary - pusztaNew Zealand - downsRussia - steppesSouth Africa - veldts Vegetation Low to moderate precipitation makes temperate grasslands a difficult place for tall plants such as woody shrubs and trees to grow. Grasses of this area have adapted to cold temperatures, drought, and occasional fires. These grasses have deep, massive root systems that take hold in the soil. This allows the grasses to remain firmly rooted in the ground to reduce erosion and to conserve water. Temperate grassland vegetation can either be short or tall. In areas that receive little precipitation, grasses remain low to the ground. Taller grasses can be found in warmer areas that receive more rainfall. Some examples of vegetation in temperate grasslands include: buffalo grass, cacti, sagebrush, perennial grasses, sunflowers, clovers, and wild indigos. Wildlife American Bison.   Juan Carlos Munoz/The Image Bank/Getty Images Plus Temperate grasslands are home to many large herbivores. Some of these include bison, gazelles, zebras, rhinoceroses, and wild horses. Carnivores, like lions and wolves, are also found in temperate grasslands. Other animals of this region include: deer, prairie dogs, mice, jack rabbits, skunks, coyotes, snakes, foxes, owls, badgers, blackbirds, grasshoppers, meadowlarks, sparrows, quails, and hawks. More Land Biomes Temperate grasslands are one of many biomes. Other land biomes of the world include: Chaparrals: Characterized by dense shrubs and grasses, this biome experiences dry summers and damp winters.Deserts: Many people assume falsely that all deserts are hot. Deserts are classified according to location, temperature, and amount of precipitation.Savannas: This large grassland biome is home to some of the fastest animals on the planet.Taigas: Also called coniferous forests, this biome is populated by dense evergreen trees.Temperate Forests: These forests experience distinctive seasons and are populated by deciduous trees (lose leaves in winter).Tropical Rain Forests: This biome receives abundant rainfall and is characterized by tall, dense vegetation. Located near the equator, this biome experiences hot temperatures year round.Tundra: As the coldest biome in the world, tundras are characterized by extremely cold temperatures, permafrost, tree-less landscapes, and slight precipitation. Sources Hoare, Ben. Temperate Grasslands. Raintree, 2011.Nunez, Christina. Grasslands Information and Facts. National Geographic, 15 Mar. 2019, www.nationalgeographic.com/environment/habitats/grasslands/.